Sustaining our environment

Airwatch: Science stage 4 unit - The air that I breathe

Framework statement

About the unit

Students working through this unit will participate in a range of activities to alert them to the effect that air quality has on  their health and well being, and the health and well being of the Earth. As the  skill and knowledge base of the students increase, they are able to work together as a team to investigate, report on, and formulate an action plan for a local air pollution issue.

The publication, Airwatch-Make the link, contains a wealth of activities and information on air pollution issues. It is particularly useful for secondary students doing courses in Science and Geography at stages 4 and 5. Airwatch aims to provide the knowledge and skills to understand the complex subject of air quality, how it affects our lives, and what action we can take to improve it.

Airwatch supports the Metropolitan Air Quality Study, a comprehensive scientific study of air quality in the Sydney, Wollongong and Newcastle regions, initiated by the NSW Environment Protection Authority (EPA), and the National Air Monitoring Program which can enhance the students' understanding of local air quality (www.airwatch.gov.au). This unit, The air that I breathe, has been developed for students to take advantage of the opportunities offered by these programs and their supporting documents.

This unit will provide opportunities for students to investigate issues from different perspectives. Students will work in groups for the majority of this unit, conducting investigations, taking part in surveys and researching issues related to air pollution. Opportunities for authentic learning are high, with students working with real data (first and second hand) and investigating local air pollution issues and the effect that these have on their health and the environment.

The unit sits within the two Stage 4 Prescribed Focus Areas:

  • 4.2-uses examples to illustrate how models, theories and laws contribute to an understanding of phenomena, and
  • 4.4-identifies choices made by people with regard to scientific developments.

By undertaking real research and experimentation, students will be able to make decisions that affect society and the environment. Students should choose an action plan that includes investigations that are ideally suited to a Stage 4 student research project .

Suggested Scenario

This unit has three phases:

Phase 1:

Students prior knowledge and personal experiences (bush fire, asthma, smog, country versus city air quality etc) relating to air quality issues are explored and discussed. The topic is broadened by relating to global events such as dinosaur extinction and the impact of the industrial revolution, and intensive agricultural practices.

Phase 2:

As a class group, students look at the layers and composition of the atmosphere. Students are divided into smaller groups where they work through a 'round robin' of activities, investigating the issues surrounding air quality from the perspective of a meteorologist, environmental activist, environmental scientist and health professional. Each of these activities can be performed in any order, allowing students to take charge of their learning in a group situation.

Phase 3: 

Students apply their knowledge and skills in small groups by choosing a local air quality issue and formulating an action plan through scientific investigation and research. Students should be encouraged to take their plan to completion and evaluate the impact of their plan on the air quality in their local area.

Resources

Students can obtain relevant information from textbooks, the internet, CD ROMs, current media, encyclopedias, etc

Useful resources include:

  1. Airwatch-Make the link, NSW EPA, 2001. This collection of information and activity modules forms the basis of many learning activities in this unit. The activities used from these modules are referred to by name and page number. The publication is available from the Department of Environment and Conservation's Pollution Line on131 555 (NSW only) or (02) 9995 5555 (information and publications)
  2. NSW Department of Environment and Conservation (DEC) school material, www.environment.nsw.gov.au/air/schoolmaterials.htm
  3. National Air Monitoring Program, www.airwatch.gov.au
  4. The Airwatch kit (optional) available for purchase from DEC.

Other websites:

  1. Alternative Technology Association (renewable energy technology)
    www.ata.org.au
  2. Bureau of Meteorology www.bom.gov.au
  3. Nature Conservation Council www.nccnsw.org.au
  4. Sustainable Energy Development Authority
    www.seda.nsw.gov.au
    www.greenpower.com.au
    www.energysmart.com.au
  5. PacificSolar www.PacificSolar.com.au
  6. State forests of NSW www.forest.nsw.gov.au
  7. Minnesota Pollution Control Agency (USA)-great kids section www.pca.state.mn.us


Outcomes of the NSW Science Stages 4/5 syllabus

Prescribed focus areas

Prescribed Focus Areas are the emphases that are to be applied to each unit of work that the teacher develops.

The prescribed focus areas used in this unit are:

  • 4.2-uses examples to illustrate how models, theories and laws contribute to an understanding of phenomena
  • 4.4-identifies choices made by people with regard to scientific developments.

Outcomes

The study of science in Stage 4 develops students' scientific knowledge and understanding, skills, and values and attitudes. Students apply their understanding to everyday life and develop an appreciation of science as a human activity. The outcomes provide clear statements of the knowledge and understanding, skills and values and attitudes expected to be gained by most students as a result of effective teaching and learning of the syllabus.

The areas of knowledge and understanding, skills, and values and attitudes used in this unit are:

Knowledge and understanding

  • 4.7-describes observed properties of substances using scientific models and theories
  • 4.8-describes features of living things
  • 4.9-describes the dynamic structure of Earth and its relationship to other parts of our solar system and universe
  • 4.11-identifies resources used by humans and where they are found, and describes ways in which they are exploited
  • 4.12-identifies, using examples, common simple devices and explains why they are used.

Skills

  • 4.13-clarifies the purpose of an investigation and, with guidance, produces a plan to investigate a problem
  • 4.14-follows a sequence of instructions to undertake a first-hand investigation
  • 4.15-uses given criteria to gather first-hand data
  • 4.18-with guidance, presents information to an audience to achieve a particular outcome
  • 4.22-undertakes a variety of team and individual tasks with guidance.

Values and attitudes

  • 4/5.26-recognises the role of science in providing information about issues being considered and in increasing understanding of the world around them
  • 4/5.27-acknowledges their responsibility to conserve, protect and maintain the environment for future generations.

Assessment of student achievement

The assessment of student achievement involves collecting valid information and making reliable judgements about student performance in relation to the objectives and related outcomes of the course.

Diagnostic

  • Graphing-from Early phase 2-construct a sector graph
  • Using a scale-from phase 2(A)-use a scale to estimate wind speed
  • Recording data
  • Scientific drawings-from phase 2(C)-acid rain

Formative

  • Teacher observation
  • Mind map-prior learning exercise
  • Group participation
  • Peer assessment
  • Log books

Summative

  • Poster-from phase 2(D)-'Your home is a health hazard' media article
  • Global warming strategies-from phase 2(B)-Turning down the heat
  • Student research project-group work
  • Report that includes students' practical investigation and action plan


Preparation-Equipment/resources required

  • Airwatch-make the link from DEC
  • Photocopies of all activities for distribution
  • Access to computers for internet research
  • Stereo microscopes and glass slides
  • Compasses, protractors, rulers, sticky tape, string, table tennis balls, scissors and glue
  • Funnels, plastic tubing, u-tube
  • Kerosene, oil, syringe and food colouring
  • A suitable greenhouse effect video +TV +VCR
  • Sodium silicate and sodium aluminate
  • Poster sized paper
  • Limewater, 0.1M silver nitrate, 0.1M ammonia, universal indicator
  • Red cabbage
  • Thermometers
  • Various laboratory equipment
  • Material safety data sheets for each chemical as well as safety equipment
  • Other equipment as needed depending on the nature of each teams research project

Unit overview

This unit has a considerable emphasis on group work. As such, the following outcome and content is applicable throughout the unit:

Outcome

4.22 completes a variety of individual and team tasks with guidance.

Core content-skills

Students will learn to:

4/5.22.2 work in teams to:

  1. identify the specific roles needed when working in a team
  2. match the tasks to the team members according to the requirements of the task and the skills of the individual
  3. negotiate and allocate individual roles to members of the team
  4. accept specific roles in a team while planning and conducting investigations, communicating information and understanding and solving problems
  5. set and work to realistic timelines and goals as a team
  6. accept personal responsibility for maintenance of a safe working environment for the team
  7. monitor progress of the team towards completion of a task
  8. evaluate the process used by the team and effectiveness of the team in completing the task.

     


Page last updated: 27 February 2011